LINGUIST List 23.2941

Thu Jul 05 2012

Calls: Applied Linguistics, Sociolinguistics/ Current Issues in Language Planning (Jrnl)

Editor for this issue: Brent Miller <brentlinguistlist.org>



Date: 05-Jul-2012
From: Pauline Bryant <pauline.bryantanu.edu.au>
Subject: Current Issues in Language Planning
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Full Title: Current Issues in Language Planning

Call Deadline: 05-Nov-2012

Language planning and multilingual educationEditors for this issue: Kerry Taylor-Leech & Tony Liddicoat

Rapid globalisation and mass migration have ensured that ethnic, religious,linguistic and cultural diversity now characterises most societies; in fact onlya handful can be described as ethnolinguistically homogenous. Manysocieties can now be characterised by the phenomenon known as super-diversity (Vertovec, 2007), a term describing a scale of transnationalmigration, sociocultural complexity and ethnolinguistic identification that hasnever been seen before.

Yet relatively few language education policies have attempted toaccommodate multilingualism. Despite research evidence pointing to socialand cognitive benefits that accrue from multilingualism, most languageeducation policies are oriented towards standard languages and tend to servethe interests of dominant groups rather than those of minorities. In post-colonial contexts, most policies have focused on the promotion of proficiencyin the former colonial language(s) and/or a dominant local lingua franca informal schooling.

Recent overviews of the field emphasise the distinction between macro,meso and micro level planning activities and stress the importance of humanagency in language policymaking and planning. Others distinguish betweentop-down to bottom-up planning. This special issue hopes to bring togethercontributions from researchers in different geographic and linguistic contextsto explore how various actors have responded to linguistic diversity ineducation at macro, meso or micro levels and from top down or bottom upperspectives.

We invite papers that discuss language policy and planning responses tomultilingualism in different educational settings. Contributions that makecritical evaluations of language policy and its implementation in any sector ofeducation in any part of the world are welcome, as are papers that deal withstandard, non-standard, heritage, indigenous, community and immigrantlanguages, minority and/or contact languages in education. Topics mayinclude but are not limited to:

- Education policy and planning approaches to language maintenance andthe promotion of multilingualism- Policy and planning relating to multilingualism and multiliteracies- Educational policy and planning in officially multilingual countries and/orregions- The consequences of policies privileging dominant language(s) as subjectsand/or medium of instruction on multilingual and literacy education- Intended and unintended consequences of policies for multilingual learners- Language attitudes and ideologies among policymakers, social actors andstakeholders- Teachers' responses to language policy treatments of multilingual learners- The educational impacts of medium of instruction policies on multilinguallearners- The educational impacts of institutional language policies on multilinguallearners- Education for all and other global strategies and their impacts onmultilingual learners- Multilingual education policy and planning and language rights- The role of supra-national organisations in promoting multilingualism ineducation.- The policy treatment of minority/ indigenous, community or immigrantlanguages- How actors and agents are taking on the notion of super-diversity ineducation language planning

Vertovec, S. 2007. Super-diversity and its implications. Ethnic and RacialStudies 30, 6, pp. 1024-1054.

Please submit abstracts to k.taylor-leechgriffith.edu.auDeadline for abstracts 5 November 2012Deadline for final paper 31 May 2013


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